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Organization of the Standards

Organization of the Standards. The Standards Matrix. Don’t Panic: . There will be more detailed training regarding Ways to Implement the Standards and How to Transform the Elements of a Sample Performance Indicator. Language Proficiency in School.

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Organization of the Standards

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  1. Organization of the Standards The Standards Matrix

  2. Don’t Panic: There will be more detailed training regarding Ways to Implement the Standards and How to Transform the Elements of a Sample Performance Indicator.

  3. Language Proficiency in School

  4. Language proficiency is an outgrowth of cumulative experiences both inside and outside of school. • Language proficiency can reflect complex thinking when linguistic complexity is reduced and support is present. • Both social and academic language proficiencies are necessary for school success. • Academic language proficiency goes in tandem with academic achievement. • Academic language proficiency is developed through sustained content-based language instruction.

  5. Factors in Academic Language Proficiency • Cognitive: • Learning strategies • Higher order thinking • Knowledge base • Sociocultural: • Affective factors • School culture • Native language and culture • Linguistic: • Phonology, grammar, pragmatics, discourse, vocabulary, social and academic language functions, informal and formal registers

  6. Level 1 Starting Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Listening Speaking Reading Writing English Language Proficiency Standards: Topic Sample Performance Indicator (SPI) A strandof SPIs Grade Level Cluster

  7. A Sample Performance Indicator Weather The topic or content Identify – The language function Charts or tables – the type of support

  8. Uses for the English Language Proficiency Standards The primary use of the English language proficiency standards is to guide and align curriculum, instruction, and assessment for English language learners.

  9. Transforming Sample Performance Indicators (SPIs) • SPIs can be changed to suit instruction by transforming any of its elements: • Language function • Topic • Domain • Support or strategy

  10. Example of a change in language function Grade Level: 1-3 Standard 1 Level 4 Writing Compare special events or celebrations at school, home, or home country using drawings or graphic organizers Explainspecial events or celebrations at school, home, or home country using drawings or graphic organizers

  11. Example of a change in content Grade Level: 4-5 Standard 5 Level 2 Listening Match geographic regions with their environments based on videos, movies, and oral descriptions Matchartifacts or creatures of the past with their environments based on videos, movies, and oral descriptions

  12. Example of a change in language domain Grade Level: PreK-K Standard 4 Level 3 Writing Present a list or enumerate materials (e.g., for growing seeds) with a partner Copy or create a list of materials (e.g., for growing seeds) using a combination of drawings, letters, scribble writings, and words with invented spellings.

  13. Example of a change in language domain Grade Level: PreK-K Standard 4 Level 3 Writing Present a list or enumerate materials (e.g., for growing seeds) with a partner Copy or create a list of materials (e.g., for growing seeds) using a combination of drawings, letters, scribble writings, and words with invented spellings.

  14. The English language proficiency standards are designed for all educators working with English language learners.

  15. Differentiated Instruction TESOL’sELP Standards differentiate instruction according to language proficiency.

  16. Differentiated Instruction When planning for differentiated instruction, there are four main steps to follow: Step 1 – Know your students Step 2 – Have a repertoire of teaching strategies Step 3 – Identify way/s to assess or evaluate student progress Step 4 – Identify a variety of instructional activities

  17. Differentiated InstructionPlanning that includes ELLs Step 1 Know Your Students (ability, interests, behavior issues) Step 1: Determine EL’s level of language proficiency. Ascertain realistic language expectations based on the performance definition descriptors for the level of language proficiency. Research cultural influences.

  18. Differentiated InstructionPlanning that includes ELLs Step 2 Have a repertoire of teaching strategies Step 2: Review research-based strategies to scaffold language development for ELs at various levels of proficiency. Be aware of any cultural issues which may arise.

  19. Differentiated Instruction Planning that includes ELLs Step 3 Identify ways to assess or evaluate student progress Step 3: Use SPIs as a guide for both formative and summative assessment to evaluate student progress in academic language development.

  20. Differentiated Instruction Planning that includes ELLs Step 4 Identify a variety of instructional strategies Step 4: Identify instructional activities designed to help ELs develop the academic language necessary to access content concepts at the predetermined level of language proficiency and across all four language domains. Suggestions can be found in the strands of SPIs.

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